<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
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      <dc:title>Gamification and Geotechnologies for university teaching on Socio-Environmental Risks</dc:title>
      <dc:creator>Garcés Gálvez, Juan José</dc:creator>
      <dc:creator>Medina Tapia, Marcos</dc:creator>
      <dc:creator>Yáñez Henríquez, Ignacio</dc:creator>
      <dc:subject>Gamification</dc:subject>
      <dc:description>Juan José Garcés-Gálvez – University of Santiago of Chile, Chile	 -	0000-0002-4801-3885</dc:description>
      <dc:description>Marcos Medina-Tapia – Polytechnic University of Catalonia, Spain	 -	0000-0002-3961-5075</dc:description>
      <dc:description>Ignacio Yáñez-Henríquez – University of Santiago of Chile, Chile – Esri Chile	- 	0009-0006-0360-1559</dc:description>
      <dc:description>Recepción: 10.11.2025 | Aceptado: 20.11.2025</dc:description>
      <dc:description>Correspondencia a través de ORCID: Marcos Medina-Tapia	- 	0000-0002-3961-5075</dc:description>
      <dc:description>Área o categoría del conocimiento: Innovative Strategies for Active Learning in Higher Education</dc:description>
      <dc:description>Gamification has emerged in higher education as an effective pedagogical tool to improve student engagement. This study evaluates the effects of a gamified activity to improve the teaching and learning process by developing solutions for territorial and environmental issues. The activity was carried out during the University Fair Expo USACH 2025 with prospective university students interested in the Civil Engineering in Territory and Environment degree. The activity was developed within a geospatial environment based on a Geographic Information System (GIS) consisting of an interactive simulation where participants piloted a virtual drone to explore sea-flood scenarios in Valparaíso city, Chile, such as a tsunami, identify safe zones, and propose relocation strategies. The results show significant effectiveness, with 93.8% of participants reporting high motivation, and all students showed comprehension of complex geotechnological concepts, such as spatial analysis, layer superposition, and risk management. Moreover, qualitative findings revealed high satisfaction (93.8%) and a clear interest in broadening the thematic focus. Therefore, the study tests gamification as an innovative methodology for teaching geotechnologies, capable of overcoming the limitations of traditional approaches and fostering experiential learning about abstract concepts related to climate change and disaster risk.</dc:description>
      <dc:date>2025-11-27T07:20:57Z</dc:date>
      <dc:date>2025-11-27T07:20:57Z</dc:date>
      <dc:date>2025-11-20</dc:date>
      <dc:type>journal article</dc:type>
      <dc:identifier>Garcés-Gálvez, JJ, Medina-Tapia, M, &amp; Yáñez-Henríquez, I (2025). Gamification and Geotechnologies for university teaching on Socio-Environmental Risks. REIDOCREA, 14(45), 664-671.</dc:identifier>
      <dc:identifier>2254-5883</dc:identifier>
      <dc:identifier>https://hdl.handle.net/10481/108371</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by/4.0/</dc:rights>
      <dc:rights>open access</dc:rights>
      <dc:rights>Atribución 4.0 Internacional</dc:rights>
      <dc:publisher>Universidad de Granada</dc:publisher>
   </ow:Publication>
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